فایل ورد کامل رابطه خود ادراکی فیزیکی صلاحیت، جهت گیری هدف و خوش بینی با واسنجی عملکرد دانش آموزان در تربیت بدنی

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تعداد صفحات این فایل: ۳۰ صفحه

بخشی از مقاله انگلیسیعنوان انگلیسی:The relation of physical self-perceptions of competence, goal orientation, and optimism with students’ performance calibration in physical education~~en~~

Abstract

Two studies were conducted to examine associations between students’ calibration accuracy with their self-perceptions of competence (i.e., global self-worth, sport competence, perceived competence, and self-efficacy), goal orientation, and dispositional optimism and pessimism. Participants were 138 (study 1) and 236 (study 2) fifth and sixth grade students. An index of absolute accuracy of performance prediction was calculated based on students’ predicted and actual performance in a basketball shooting test. Person-related factors were measured with self-reported questionnaires. Results showed no associations between absolute accuracy and students’ global self-worth, sport competence, optimism and pessimism (study 1) while students’ absolute accuracy was associated with their task orientation, self-efficacy, and perceived competence (study 2). An overconfidence effect was also found in both studies. These results were discussed with reference to previous evidence and views of calibration research in academic, sport, and physical education domains. Interactions between person-related factors and calibration and their effects on the development of students’ self-regulated learning of sport skills in physical education were also highlighted.

Introduction

Examining cognitive aspects of sport performance has a long tradition in sport psychology. For example, involvement in physical education has been positively associated with students’ academic learning (Pesce, Faigenbaum, Goudas, & Tomporowski, 2017). Moreover, selfregulated learning can positively affect sport performance (e.g., Kolovelonis, Goudas, Hassandra, & Dermitzaki, 2012) while metacognitive activity has been related with sport involvement (e.g., Theodosiou & Papaioannou, 2006). Considering that personal characteristics (i.e., self-confidence) are associated with expert athletic performance (Durand-Bush & Salmela, 2002) examining sport performance with respect to metacognitive factors is of great interest.

Efklides (2011) has suggested reciprocal interactions of metacognition, motivation, and affect at two levels of functioning of self-regulated learning. The person level involves interactions between trait-like characteristics such as motivation (e.g., goal orientations) and selfconcept while the Task Person level involves events during task execution and feedback from monitoring used for controlling or regulating learning. Metacognitive feelings and estimates (e.g., judgments of learning) before, during, or after task involvement enhance students’ awareness for learning and performance (Efklides, 2011). In this sense, performance judgments are considered metacognitive in nature resulting from conscious processing related to instructions, task characteristics, and metacognitive knowledge of using effective strategies (Efklides, 2009). Metacognitive judgments and performance are related. For example, feelings of difficulty were negatively associated with feelings of correctness in math (Dermitzaki & Efklides, 2003) while students’ basketball shooting performance was positively related with their feelings of correctness and negatively with feelings of difficulty (Goudas, Dermitzaki, & Kolovelonis, 2017). However, information derived from metacognitive processes should be accurate for effective selfregulated learning.

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